A SUPPLEMENT 

TO  THE  STATE  MANUAL 

OF  THE 

ELEMENTARY  COURSE 
OF  STUDY 


m 


Prepared  by 
L.  J.  HANIFAN 

State  Supervisor  of  Rural  Schools 


IS 


Issued  by 

DEPARTMENT  OF  SCHOOLS 
M.  P.  SHAWKEY,  State  Superintendent 
Charleston,  W.  Va. 

1913 


TRIBUNE  PRINTING  CO.,  CHARLESTON, 


30 /Mv  IS  FB,  l,s. 


• 3 7 '0  . 

Yv 

A SUPPLEMENT 

TO  THE 

State  Manual  of  the  Elementary 
Course  of  Study 


Prefatory  Note. 


This  little  supplement  aims  to  meet  the  needs  of  those  teachers 
who  have  difficulty  in  following  the  directions  of  the  State  Manual 
and  in  determining  how  much  of  the  adopted  texts  should  be  com- 
pleted in  any  given  year.  It  also  contains  at  the  beginning  a few 
suggestions  on  the  grading  and  promotion  of  pupils.  It  is  prepared 
with  the  hope  that  teachers  will  find  in  it  a help  in  organizing  and 
teaching  rural  and  town  schools. 


Grading  of  Rural  Schools. 


I 


For  a number  of  years  we  have  been  trying  to  grade  the  rural 
schools.  The  statutes  say  that  we  must  do  so.  A Manual  of  the 
Course  of  Study  has  been  prepared  as  a guide  to  teachers  in  organ- 
izing and  grading  their  schools.  And  yet  many  of  our  rural  schools 
have  been  but  roughly  graded,  many  in  fact  not  graded  at  all.  Never- 
theless we  recognize  the  fact  that  most  of  our  rural  teachers  have 
made  an  honest  effort  to  grade  their  schools,  some  having  done  it  well 
while  others  have  not  succeeded.  These  failures  are  due  in  many 
cases,  doubtless,  to  the  difficulty  teachers  have  had  in  following  the 
State  Manual.  Furthermore,  teachers  have  had  difficulty  in  deter- 
mining how  much  of  a given  text  should  be  completed  for  a given 
year’s  work  in  that  subject.  It  is  confidently  believed  that  by  taking 
this  little  supplement,  noting  its  reference  to  the  Manual  and  then 
following  the  Manual  carefully  year  by  year,  teachers  will  be  able  to 
grade  their  schools.  We  see  no  good  reason  why  they  should  not  do 
so  if  they  are  willing  to  give  their  work  a little  serious  effort. 


4 


How  To  Do  It. 

Briefly,  all  that  any  teacher  has  to  do  is  to  find  what  pupils  should 
do  the  work  of  the  first  year  ; then  read  the  Manual  pp.  32-53  to  see 
what  subjects  are  to  be  taught  in  this  grade,  and  then  see  supplement 
as  to  what  texts  are  to  be  used  and  how  much  of  these  should  be 
covered  in  the  first  year’s  work.  Then,  find  out  what  pupils  belong 
in  the  second  grade,  and  consult  the  Manual  and  this  supplement  as 
to  their  work  in  the  same  way  as  for  the  first  year’s  work.  Continue 
to  do  the  same  for  the  other  grades.  I believe  any  one  can  do  this. 

Now  if  all  pupils  be  regularly  classified,  all  the  six-year  olds  would 
be  in  the  first  year;  all  the  seven-year  olds  in  the  second  year,  etc. 
But  this  condition  is  not  likely  to  exist  in  any  school.  So,  we  must 
determine  what  pupils  should  do  first-year  work,  what  pupils  should 
do  second-year  work  and  so  on  for  all  the  grades  regardless  of  age. 
There  may  be  pupils  10  or  12  years  old  who  must  be  placed  in  the 
first  grade,  because  of  the  fact  that  they  have  not  had  opportunity 
to  do  this  work  earlier.  In  such  cases  these  over-age  pupils  should 
be  promoted  just  as  soon  as  the  teacher  believes  them  to  be  able  to  do 
the  work  of  the  next  grade.  They  might  even  be  promoted  three 
times  in  a single  year,  for  their  age  will  enable  them  to  go  faster  than 
the  younger  pupils.  It  may  be  that  a pupil  lacks  only  one  or  two 
subjects  of  being  ready  for  the  next  grade.  In  such  cases  he 
should  be  promoted  to  the  next  higher  grade  and  be  allowed  to  take 
the  back  subjects  with  the  grade  from  which  he  is  promoted.  The 
teacher’s  judgment  must  determine  such  matters.  There  is  a given 
amount  of  work  to  be  done  in  the  eight  elementary  grades,  normally 
one  year  for  each  of  the  eight  grades.  It  may  take  longer  for  a given 
pupil  to  do  this,  especially  if  the  term  be  short,  or  the  brighter  pupils 
may  gain  a year  and  thus  finish  the  course  in  seven  years.  The 
guiding  principle  for  the  teacher  to  follow  should  be,  in  question 
form,  “Is  this  child  able  to  do  the  work  of  this  grade,  or  should  he 
do  the  work  of  that  grade?” 


First  Year. 

Reading.  (Texts:)  White’s  Story  Reader  (Primer). 

Jones’  Reader — Book  I. 
Supplementary  Readers : 

Art  Literature  Readers. 

Primer  and  First  Reader. 


5 


Free  and  Treadwell’s  Literature. 

Primer  and  First  Reader. 

If  both  primer  and  first  reader  cannot  be  completed  in  the  first 
year,  Book  One  of  Jones  Readers  may  be  reviewed  and  completed 
at  beginning  of  second  year  before  taking  up  Book  Two.  The  sup- 
plementary readers  referred  to  may  be  used  at  the  discretion  of  the 
teacher.  (For'  directions  for  teaching  first  year  reading  see  pages 
32-37  of  the  Manual.)  For  directions  for  teaching  the  following 
subjects  see  the  Manual : 

Nature  Study  pages  37-39. 

Drawing  and  Construction  work  pages  39-47. 

Picture  Study — pages  47-49. 

Motion  Songs  and  Games — pages  49-51. 

Writing — pages  51-53. 

Berry’s  Writing  Books  Nos.  1-8  are  the  adopted  writing  books. 
Book  No.  1 is  intended  for  first  grade.  Teachers  should  get  “Sug- 
gestions for  Teaching  Writing”  from  B.  D.  Berry  & Co.,  623  So. 
Wabash  Ave.,  Chicago,  111.,  which  is  free  to  teachers. 

The  adopted  text  for  Drawing  and  Construction  Work  is  Pro- 
gressive Drawing  Books,  The  Prang  Co.,  New  York.  This  is  a 
series  of  drawing  books,  Nos.  1-8.  No.  1 should  be  used  in  first 
year.  “A  Teacher’s  Manual”  prepared  by  the  publishers  will  be  sent 
free  to  teachers  upon  application  to  The  Prang  Company,  New  York, 
This  manual  outlines  the  work  week  by  week  throughout  the  year. 

Second  Year. 

Reading.  (See  directions  for  first  year’s  work.) 

Text:  Jones’  Reader — Book  Two. 

Supplementary  Readers : 

Art  Literature  Readers. 

Free  and  Treadwell’s  Second  Reader. 

(See  Manual  pp.  53-54.) 

Nature  Study.  See  directions  for  first  year’s  work. — Manual  pp. 
37-39. 

Drawing  and  Construction  Work.  Same  as  first  year.  See  Manual 
pp.  39-44.  Prang’s  Book  Two. 

Motion  Songs  and  Games.  Text:  The  Congdon  Music  Primer, 
Number  One. 


6 


The  State  Text-book  Commission  has  adopted  the  Congdon  Music 
Books  for  use  in  the  schools — Nos.  One  and  Two.  Number  One 
should  be  introduced  in  the  second  year  and  Number  TWo  in  the 
third  year.  It  is  strongly  advised  that  teachers  use  these  for  teach- 
ing the  whole  school  to  read  music  and  sing  the  little  songs.  The 
order  pupils,  with  few  exceptions,  have  not  learned  to  read  music 
and  they  will  be  interested  in  it. 

Arithmetic.  See  Manual  pp.  54-56  for  instructions  on  teaching 
second-year  numbers. 

Writing.  Same  as  first*  year.  See  Manual  pp.  51-53.  Berry’s 
Writing  Book  No.  2.  See  Berry’s  “Suggestions  for  Teaching 
Writing”. 


Third  Year. 

Reading.  Text:  Jones’  Reader — Book  Three.  Finish  this  book 
and  have  class  read  also  Art  Literature  Readers,  Third  reader  and 
Winslow’s  “The  Earth  and  Its  People,”  of  the  Geographic  Readers, 
or  some  other  book  of  equal  grade.  See  Manual  pp.  56-57. 

Nature  Study.  Same  as  first  year,  using  different  materials,  of 
course.  See  Manual  pp.  37-39. 

Drawing  and  Construction  W orh — Prang’s  Book  Three.  See 
Manual  pp.  39-44  and  page  58. 

Arithmetic.  Text : Appleton’s  Primary  Book,  Chapters  I,  II  and 
III.  Lippincott’s  Mental  Arithmetic  should  be  used  for  drill  work. 
The  teacher  will  select  such  parts  of  it  as  will  best  serve  this  pur- 
pose. See  Manual  pp.  58-60. 

Language.  It  is  assumed  that  language  will  be  taught  in  con- 
nection with  reading  and  other  subjects.  The  teacher  may  introduce 
Book  One  of  Modern  English  the  last  half  of  this  year.  Part  I,  but 
it  is  thought  best  not  to  use  a text  until  the  fourth  year.  See  Manual 
page  60. 

Music.  Congdon’s  Music  Books.  Number  Two. 

Writing.  Same  as  first  year  using  Book  Three  of  Berry’s  Writing 
Books.  See  Manual  pp.  51-53. 

Spelling.  Section  I of  the  Champion  Spelling  Book. 

Fourth  Year. 

Reading.  Text:  Jones’  Readers,  Book  Four.  Supplement  with 
Art  literature  Readers,  Fourth  Book  and  Winslow’s  “The  United 
States”  of  the  Geographic  Readers.  See  Manual  pp.  61-62. 


7 


Nature  Study.  Same  as  third  grade,  using  different  materials. 
See  Manual  pp.  57-58. 

Physiology  and  Hygiene.  It  is  assumed  that  teachers  will  use 
every  opportunity  to  teach  sanitation  and  hygiene  from  the  very  first 
day  of  the  first  year.  No  text  is  advised  until  the  beginning  of  the 
Fourth  Year  when  the  Ritchie  Caldwell  Primer  of  Hygiene  is  intro- 
duced. The  text  adopted  has  Primer  of  Hygiene  and  Primer  of 
Sanitation  bound  in  a single  volume.  The  fourth  year's  work 
should  cover  the  first  twenty-one  chapters,  or  pages  1-102  inclusive. 
See  Manual  pp.  62-65. 

Arithmetic.  Appleton's  Primary  Book  should  be  completed.  If 
the  book  is  put  into  the  hands  of  the  pupils  before  the  fourth  year, 
the  first  three  chapters  should  have  been  completed  by  the  end  of  the 
third  year,  leaving  chapters  four  and  five  for  the  fourth  year's 
work,  one  chapter  each  half  year.  Supplement  with  Lippincott's 
Mental  Arithmetic.  See  Manual  pp.  65-66. 

Language.  If  Modern  English — Book  One,  has  been  introduced  in 
third  grade,  the  work  covered  could  well  be  reviewed  at  beginning  of 
fourth  year.  In  this  year  parts  I and  II  should  be  completed.  Follow 
closely  instruction  in  the  Manual — pp.  66-71. 

Geography.  Frye's  First  Course  in  Geography  may  be  introduced 
in  the  fourth  grade  and  completed  to  page  98,  or  as  the  Manual  sug- 
gests, this  year  may  be  given  to  the  study  of  home  geography,  leaving 
the  text  to  be  taken  up  in  the  fifth  year.  See  Manual  pp.  71-80 
for  a very  valuable  outline  of  the  work  in  geography.  Note  the  refer- 
ence books  listed  on  pp.  79-80. 

Spelling.  Champion  Speller,  Section  II.  The  text  should  be  sup- 
plemented with  word  lists  made  from  the  work  connected  with  other 
subjects.  For  instructions  see  Manual  pp.  80-81. 

Music.  See  Motion  Songs  and  Games,  second  year. 

Writing.  Use  Book  Four  of  Berry's  Writing  Books.  See  Manual 
pp.  51-53. 

Drawing.  Prang's  Book  Four.  See  Manual  pp.  45-46. 

Fifth  Year. 

Reading  and  Literature.  Jones’  Readers,  Book  Five.  Supplement 
the  text  with  “Our  American  Neighbors"  of 'the  Geographic  Readers 
and  Book  Five  of  the  Art  Literature  Readers,  or  Book  One  of  the 
Elson  Grammar  School  Literature  series  may  be  used  for  supple- 
mentary reading.  See  Manual  pp.  81-83. 


8 


Nature  Study.  See  Manual  pp.  83-84. 

Physiology  and  Hygiene.  The  Primer  of  Hygiene  should  be  com- 
pleted in  the  fifth  year,  Chapters  22  to  34,  pages  103-179  inclusive. 
See  Manual  page  84. 

Arithmetic.  Appleton’s  Grammar  School  Book.  First  half-year 
to  page  85  and  second  half-year  to  page  121.  Supplement  text  with 
Lippincott’s  Mental  Arithmetic  and  with  problems  taken  from  home 
life  of  the  children.  See  Manual  page  84. 

Language.  Book  One  should  be  completed  in  the  fifth  year.  The 
teacher  may  review  Part  II  and  then  take  up  Part  III  going  to  page 
175  the  first  half-year  and  completing  the  book  the  last  half-year. 
See  Manual  pp.  84-85. 

Geography.  Frye’s  First  Course  pp.  98-164  completed  or  if  the 
text  is  taken  up  this  year  for  the  first  time  it  must  be  completed  this 
year,  the  class  doing  each  half-year  the  amount  suggested  for  each 
year’s  work  by  the  former  arrangement.  See  Manual  pp.  85-91  for 
some  very  valuable  suggestions  as  to  what  to  teach. 

U.  S.  History.  No  text  book  is  to  be  used.  The  teacher  may  use 
as  many  reference  books  as  she  will.  See  Manual  pp.  91-95  for  valu- 
able suggestions. 

Spelling.  Champion  Spelling  Book,  Section  III.  See  Manual 
page  81. 

Writing.  Use  Book  Five  of  Berry’s  Writing  Books.  See  Manual 
pp.  51-53. 

Drawing.  Prang’s  Book  Five.  See  Manual  pp.  45-46. 

Music.  See  Motion  Songs  and  Games,  second  year. 

Sixth  Year. 

Reading.  The  text  is  Elson’s  Grammar  School  Literature,  Book 
One.  “Europe”  of  the  Geographic  Readers  may  be  used  to  supple- 
ment the  text.  Note  that  the  emphasis  is  now  placed  on  literature, 
it  being  assumed  that  the  student  has  learned  the  mechanics  of 
reading  by  this  time. 

Teachers  should  write  the  publishers  of  the  Elson  Readers,  Messrs. 
Scott,  Foresman  & Co.,  Chicago,  111.,  for  manuals  on  the  teaching  of 
these  readers.  They  will  be  furnished  free  to  teachers  upon  request. 
Teachers  will  find  these  manuals  very  helpful.  See  Manual  pp. 
95-96. 

Nature  Study.  For  directions  see  Manual  pp.  83-84. 

Physiology  and  Hygiene.  Primer  of  Sanitation  is  the  text.  First 


half-year  pp.  1-100,  second  half-year,  pp.  100-194.  Note  that  this 
subject  comes  only  once  a week.  See  Manual  pp.  95-96. 

Arithmetic.  Appleton’s  Grammar  School  Book — first  half-year 
chapters  four  and  five ; second  half-year,  chapters  six  and  seven.  See 
Manual  page  97.  Supplement  text  with  Lippincott’s  Mental  Arith- 
metic. 

Language.  Modern  English,  Book  Two,  first  half-year  to  chapter 
42,  page  83;  second  half-year  to  chapter  77,  page  156.  See  Manual 
pp.  97-98. 

Geography.  Frye’s  Higher  Geography — First  half-year  to  page 
42;  second  half-year  to  page  88.  For  a careful  outline  of  the  work 
for  this  year  see  the  Manual,  pp.  98-100. 

History.  No  text  used  in  this  grade.  See  Manual  pp.  91-95. 

Spelling.  Champion  Speller,  Section  IV.  See  Manual  page  100. 

Writing.  Berry’s  Writing  Books,  Book  Six.  See  Manual  pp. 
51-53. 

Drawing.  Prang’s  Book  Six.  See  Manual  pp.  45-46. 

Music.  See  Motion  Songs  and  Games,  second  year. 

Seventh  Year. 

Reading.  Elson  Readers,  Book  Two.  Supplement  the  text  with 
“Distant  Lands”  of  the  Geographic  Readers.  See  Manual  pp.  95-96 
and  page  100. 

Agriculture.  Soule  and  Turpin’s  Agriculture.  Read  carefully  pp. 
100-105  of  the  Manual.  Correlate  field  work  with  the  lessons  where 
possible. 

Arithmetic.  Appleton’s  Grammar  School  Arithmetic,  first  half- 
year  pp.  231-300;  second  half-year,  pp.  300-354.  Supplement  Text 
with  Lippincott’s  Mental  Arithmetic.  See  Manual  p.  105. 

Bookkeeping.  No  text-book  used  this  year.  See  Manual  p.  106. 

Language  and  Grammar.  Modern  English,  Book  T\vo,  completed 
to  Part  III.  First  half-year  pp.  156-235;  second  half-year,  pp. 
325-313.  See  Manual  pp.  106-107. 

Geography.  Frye’s  Higher  Geography  completed.  First  half- 
year  pp.  88-161 ; second  half-year  pp.  161-195  and  West  Virginia 
Geography  following,  pp.  1-16.  See  Manual  pp.  107-111  for  outline 
of  work  for  this  year. 

History.  Montgomery’s  Beginner’s  American  History.  This  ele- 
mentary text  should  be  completed  in  first  half-year.  In  second  half- 


10 


year  use  Montgomery's  American  History  (Bevised)  pp.  1-134,  up  to 
the  Bevolutionary  War.  See  Manual  pp.  111-113. 

Spelling.  Champion  Speller,  Section  Y.  See  Manual  p.  100. 

Writing.  Berry's  Writing  Books,  Book  Seven.  See  Manual  pp. 
51-53. 

Drawing.  Prang's  Book  Seven.  See  Manual  pp.  46-49. 

Music.  See  Motion  Songs  and  Games,  second  year. 

i 

Eighth  Year. 

Reading.  Elson  Grammar  School  Beaders,  Books  Three  and  Four, 
one  each  half-year.  See  Manual  pp.  113-114. 

Agriculture.  See  Manual  pp.  100-105  for  outline  and  general 
suggestions. 

Arithmetic.  Appleton's  Grammar  School  Arithmetic;  first  half- 
year  pp.  354-409 ; second  half-year,  pp.  409-456.  Supplement  text 
with  Lippincott's  Mental  Arithmetic.  See  Manual  p.  114. 

Bookkeeping.  Text:  Montgomery's  Modern  Bookkeeping,  Part 
I,  Single  Entry.  Blanks  to  accompany  Part  I,  Hos.  1-5.  Correlate 
this  work  with  Arithmetic  wherever  possible.  See  Manual  pp. 

114- 115. 

Language  and  Grammar.  Modern  English,  Book  Two.  First 
half-year  pp.  313-352;  second  half-year,  pp.  352-392.  Emphasis  this 
year  should  be  placed  on  composition  writing.  See  Manual  pp. 

115- 116. 

U.  S.  History.  Montgomery's  American  History  (Bevised) ; first 
half-year,  pp.  134-280;  second  half-year,  pp.  280-405.  See  Manual 
pp.  116-119. 

General  History.  It  is  suggested  that,  unless  there  is  a strong 
demand  for  it,  General  History  should  not  be  attempted  in  the 
elementary  grades.  If  attempted  the  first  .half-year's  work  should 
cover  pp.  1-382;  the  second  half-year's  work,  pp.  382-752.  See 
Manual,  pp.  119-120. 

Civil  Government.  Civil  Government  and  State  History  should 
be  taught  together  and  carefully  correlated,  or  Civil  Government 
may  be  taught  the  first  half-year,  State  History  the  second  half-year. 
See  Manual  pp.  120-122. 


11 


State  History.  See  Civil  Government  above  and  Manual  p.  122. 
Physiology  and  Hygiene.  Ritchie-Caldwell’s  Human  Physiology 
complete,  five  times  a week.  See  Manual  pp.  122-123. 

Spelling.  Champion  Speller,  Section  VI.  See  Manual  p.  123. 
Writing.  Berry’s  Writing  Books,  Book  Eight.  See  Manual  pp. 
51-53. 

Drawing.  Prang’s  Book  Eight.  See  Manual  pp.  46-49. 

Music.  See  Motion  Songs  and  Games,  second  year. 


